Reflections: Standard Two

 

Feedback for students is truly a guidepost for how they adjust their expectations. One of the top five reasons why students to drop their online classes is because they do not feel like they are a part of their online community.  The artifacts in this series you will see below are some of the feedback tools I use in classes.  I believe that you make the best decisions with the most information. 

 

For students or teaching faculty it all means the same to me. The artifacts you will experience in this standard one module include

• Student Data: An activity report for myself that gives me a bird eye view of how my studnets have been participating in an online course.

• Performance Dashboard: A short student disciple accounting of their participation, their outstanding work and what has been completed and when.

• Student Feedback: A dynamic tool That creates a consistent pathway for communication between myself and my studnets throughout the course

• Grade Center Information: Grades are the final stroke for success in an online course. The grade center explains what those grades are and how student got them.

• Mid-Course Survey: A student survey that allows for course correction if need be and indicators as to whether their learning styles are being met

• Course Rubric: A “roadmap” of what students need to do to succeed in the class. A clear and precise description of what each grades mean in terms of performance

 

I have several documents that help students to have a complete and clear awareness of my expectations in the class.  Whatever policies I have include a statement from students that confirm their understanding of the information, but NOT necessarily that they AGREE with it.

 

Constant communication with students is paramount to a successful class.  As in the statement above, another of the top reasons for students to drop their online classes is because they do not receive regular and effective feedback from their instructors.

 

I give students an “A” grade to start the class and all they have to do is keep it by using the tools that I give them and asking questions when they do not understand. I make a clear distinction between questions that involved technology and instruction. Faculty have more than enough challenges in an online classroom and the technology support defers to the professionals in the Online Learning Center.

 

Methods of communication and feedback are multifaceted. Assessments feedback, email feedback, assignment returned in a timely manner with a pathway to discuss and challenge the grade are important.

 

The student data artifact is a good predictor of students needs and is symptomatic of learning interests and at-risk student behaviors. Catching those behaviors before the student takes negative action (dropping or otherwise) just makes better sense if faculty are aware of it at a pivotal time.

 

I make promise of respectful treatment in regards to their learning as a matter of choice and commitment on my part. In return, my students understand that I expect a similar level of respect and commitment in return to contribute to their personal growth as well as their intellectual ones.

 

Personalizing and time-sensitive feedback favors writing the commitment in my syllabus and asking learners to sign the document. Personalization to me means not using so much industry vernacular and making the language less formal.

 

Constant fiefdom building with my students is done with many smaller and less threatening assignments and asking them through surveys which you will find in this series and allow them to guide the class in an appropriate and academic direction via blogs for public and journals for private conversations and consensus.

 

Everyone has to play nice in my class.  While there is an open policy for expressing thoughts and beliefs, my class must be considered a safe place to exercise your ability to communicate your ideas in an intellectual and respectful way.  Consequences of breaking this covenant has clear language for all to see and sing on the dotted line that they understand the parameters.